二语习得引论 读书笔记 chapter 3

二．主要研究成果Chapter3.ThelinguisticsofSLAⅠ.ThenatureoflanguagecharacteristicsoflanguagessystematicsymbolicsociallevelsofalanguageLexicon(vocabulary)wordmeaningpronunciation;spellinggrammaticalcategory(partofspeech)combination;idiomsPhonology(soundsystem)phonemessyllablestructureintonationpatterns;tonesrhythmicpatterns(pausesandstops)Morphology(wordstructure)morphemesinflectionsthatcarrygrammaticalinformationprefixesandsuffixesSyntax(grammar)wordorderagreementbetweensentenceelementswaystoformsentencesDiscoursewaystoconnetsentencesandorganizeinformationsacrosssentencesstructuresfortellingstories,etcscriptsforinteractingandeventsⅡ.EarlyapproachestoSLA1.ContrastiveAnalysis(CA)1).asabeginningofthesurvey:aspectsofitsproceduresarestillincorporatedinmorerecentapproaches.ItintroducedtheinfluenceofL1onL2(Chomsky)2).CA:anapproachtothestudyofSLAwhichinvolvespredictingandexplaininglearnerproblemsbasedonacomparisonofL1andL2todeterminesimilaritiesanddifferences.(BasedonidealizedlinguisticstructuresattributedtonativespeakersofL1andL2)3).influencedbyStructuralismandBehaviorism.4).GoalofCAwasprimarilypedagogicalinnature:toincreaseefficiencyinL2teachingandtesting.5).Process:DescribingL1andL2atdifferentlevelAnalyzingcomparablesegmentofthelanguageforelementsthatmaycauseproblemsforlearners(interference)TypesofinterferenceExamplessameformandmeaning;differentdistributionlaspalomasblancas(Spanish)thewhitedovessamemeaning;differentformkitties小猫们samemeaning;differentformanddistributionwater(n.v.)水（名）differentform;partialoverlapinmeaningleg腿，蹄，下肢similarform;differentmeaningasistir(Spanish“toattend”)assist(English“tohelp”)CAassumptionsstructuralistlinguisticsthesurfaceformsofL1andL2systemsdescribandcomparethelafocus:nguagesoneleveloncephonology→morphology→syntax→lexion→discoursebottom-upbehavioristpsychologyLAessentiallyinvoveshabitformationstimulus-response-reinofrcement(S-R-R)Llinguisticinputrespondhabituate...practicemakesperfecttransfer(inSLA)thetransferofelementsacquiredinL1tothetargetL26).Assessment:Cannotexplainthelogicalproblemoflanguagelearning(howlearnersknowmorethanthey’veheardandbeentaught)Notalwaysvalidatedbyevidencefromactuallearnererrors.StimulatedthepreparationofcomparativegrammarItsanalyticprocedureshavebeenusefullyappliedtodescriptivestudiesandtotranslation2.Erroranalysis(EA)1).EA:thefirstapproachtothestudyofSLAwhichincludesaninternalfocusonlearner’screativeabilitytoconstructlanguage.(basedonthedescriptionandanalysisofactuallearnererrorsinL2)2).CA→EAPredictionsbyCAnotalwayscorrect;manyreallearnererrorsarenottransferredfromL1Focusonsurface-levelformsandpatterns→underlyingrulesBehaviorism→mentalism(emphasisontheinnatecapacity)Teachingconcernsasmotivation↓3).Proceduresforanalyzinglearnererrors:CollectionofasampleoflearnerlanguageIdentificationoferrorsDescriptionoferrorsExplanationoferrorsEvaluationoferrors4).ShortcomingsAmbiguityinclassificationLackofpositivedataPotentialforavoidance3.Interlanguage(IL)1).ILreferstotheintermediatestates(interimgrammars)ofalearner’slanguageasitmovestowardthetargetL2.2).Characteristics:SystematicDynamicVariableReducedsystem,bothinformandfunction3).DifferencesbetweenSLAandL1acquisitionbychildrenLanguagetransferfromL1toL2Transferoftraining,orhowtheL2istaughtStrategiesof2ndlanguagelearningOvergeneralizationofthetargetlanguagelinguisticmaterials4).L1asfossilizationforL2learners:Fossilization:theprobabilitythatthey’llceasetheirILdevelopmentinsomerespectsbeforetheyreachtargetlanguagenorms,inspiteofcontinuingL2inputandpassagetime.Relatesto:theageoflearning;socialidentity;communicativeneed.4.Morphemeorderstudies1).Refersto：animportantQinthestudyofSLA,whetherthereisanaturalorder(oruniversalsequence)inthegrammaticaldevelopmentofL2learners.2).Inflection:itaddsoneormoreunitsofmeaningtothebaseformofaword,togiveitamorespecificmeaning.(pluralnouns,pasttenseetc.)3).TheorderofmorphemeacquisitionreportedwassimilarinL1andL2ItsupportsanIdentityHypothesis(L1=L2):thatprocessesinvolvedinL1andL2acquisitionarethesame.4).TheconceptofnaturalorderremainsveryimportantforunderstandingSLA.(bothfromlinguisticandcognitiveapproaches)5.Monitormodel1).OneofthelastoftheearlyapproacheswhichhasaninternalfocusintheMonitorModel.(StephenKrashen)2).Itexplicitlyandessentiallyadoptsthenotionofalanguageacquisitiondevice(LAD)(Chomskyusedforchildren’sinnateknowledgeoflanguage)3).Krashen’sapproach:5hypotheses6.Consensus:1).WhatisbeingacquiredinSLAisa“rule0governed”languagesystems2).HowSLAtakeplaceinvolvescreativementalprocesses.3).Whysomelearnersaremore(less)successfulinSLAthanothersrelatesprimarilytotheageofthelearner.Ⅲ.UniversalGrammar(UG)1.UG(Chomsky):whatalllanguageshaveincommon.5hypothesisacquisition-learninghypothesisacquisitionsubconsciousinnatelanguageacquisitiondevicelearningconsciousexemplifiedbytheL2learningmonitorhypothesiswhatislearnedisavailableonlyasamonitornatralorderhypothesisacquiretherulesoflanguageinapredictableorderinputhypothesiscomprehensivibleinputenoughunderstandableaffectivefilterhypothes